Conferring with Even Our Youngest Writers by DzI5VEm

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									 Conferring with
Even Our Youngest
     Writers




   Maggie Moon
    EARCOS
   March 2010
                         Conferring during Writing Workshop

Steps to think about following


Research – what is this writer doing? (With some success, but not necessarily perfectly!)

         What are they trying that I’ve already taught?
         What are they doing on their own/naturally?


Decide
         COMPLIMENT – what can I name for them as something they should keep
doing?
         TEACH – what can I help this student do more of? Do differently?


Teach- name a teaching point for the writer, with a strategy attached when possible

         “One thing I want to teach you is…. And you can do that by…
         “As a writer, something that helps me is…. And you can do that by….

         DEMO – how can I show the writer how to do this quickly?

         PRACTICE – let me get the student trying this teaching point out with me here…


Link – restate the teaching point for the writer, so that this becomes something they add
to their writing repertoire, not just something they do in this one piece

Note-taking: Jot down what you’ve taught, and extra things that the student might need
support with. Choose a note-taking system that works for you and that you can take
around with you as you confer!

Extra information:
*Most conferences will tend to take about 5-7 minutes – better to get to more students in any one day, so
that you can return to this child more frequently across your unit of study.

*During an average conference, there will be multiple things you feel the student might need help with –
just choose and stick to one thing! Jot the other things down in your notes and return for another conference
sometime later with that student, or look for other writers with the same needs and pull them together as a
small group during Writing Workshop.

* Look at student work often – it can help to plan some conferences in advance – this takes away some
pressure because it means you’ve done the research stage ahead of time, and can concentrate more time on
your teaching phase of the conference.
                      Template for Note-Taking

Name: ___________________________

Date:
Compliment:

Teaching Point:


Extra Needs/Next Steps:


Date:
Compliment:

TP:


Extra Needs/Next Steps:


Date:
Compliment:

TP:


Extra Needs/Next Steps:


Date:
Compliment:

TP:


Extra Needs/Next Steps:
Typical Conferences to Have During Workshops


     Spot-check/ quick management conferences


     Table Compliments


     Table Conferences (small groups)- behaviors and habits


     One-on-one conferences (R-D-T or Coaching Conference)


     Planned small Group conferences- on specific reading/writing skills
         o At one table
         o Pull kids from across tables


     Quick unplanned small group conferences- on specific reading/writing skills
         o At one table
         o Pull kids from across tables
              How do we find a focus in a writing conference?



   1. The student tells you something she’s doing as a writer (you don’t have to always
      follow the student’s agenda).

   2. You ask assessment questions based on what you value to help you identify what
      the student is doing as a writer.

          a. Student Initiates Writing: Why are you writing this? Who do you
             hope will read this?

          b. Student Writes well: What are you doing to write really well? What
             does your draft still need? What revisions have you made? Why?

          c. Student has a Process: Where are you in the process? What steps
             have you taken? What strategies are you using? How are they helping you
             to write well?

   3. You follow up on something you’ve planned or worked on with this student
      before.

   4. You follow up on a recent minilesson.




*Referenced from Carl Anderson – October, 2005
What am I learning about this student   What do I need to teach this student writer?
writer? What do I notice them doing?    Goals…

								
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